البناء العاملي لاختبار الإستدلال المنطقي لدى طالبات المرحلة الثانوية بمنطقة المدينة المنورة
This study aimed to explore the factorial structure of the logical reasoning test for High school female students in Madinah Region, in addition to validating its psychometric properties. In order to achieve these aims, a test, aimed at measuring logical reasoning and consisting of (30) items, was developed and administrated to a pilot sample of (100) female students in order to validate the developed test. After validation, the test was administrated to the randomly selected main sample of the study that consisted of 728 secondary school female students in Madinah Region during the second semester of the academic year 1442 AH. Based on a descriptive-analytical design, the psychometric properties of the logical reasoning test were validated by means of many statistical methods, including the exploratory factor analysis using the principal component method along with the orthogonal rotation of the factorial axes with the purpose of detecting the factorial structure of the test. Moreover, Pearson's correlation coefficient, the Kuder-Richardson Formula 20, and Cronbach's alpha coefficient were also utilized in statistical analysis. The results revealed that the logical reasoning test enjoyed a three-factor structure (these are: necessary arithmatic operations- arithmatic aptitude- mathematic aptitude), which explained 40% of the total variance of performance in the test. It was also found that the test had adequate psychometric properties that allow for the use as an instrument to measure the logical reasoning of the targeted population of the study. In light of the results reached, the researcher recommended the adoption of the test to demonstrate how secondary school students possess logical reasoning. The study concluded with suggestions for further research including conducting a study to examine the factorial structure of the logical reasoning test, employed in the present study, using confirmatory factor analysis. (Published abstract)